State and Security in the Third World Dissertation

State and Security in the Third World - Dissertation Example Keenan firstly reflects on the ambiguous and manipulative military programs designed by the United States government, GWOT. This program GWOT though designed by the United States on a military intervention note is argued by Keenan to possess conspicuous elements that helped the American government gain a strong hold on scarce resources like Oil found in the African region. Furthermore, Keenan argues that to satisfy the introduction of GWOT in the African soil the American government used a false process to create and enhance internal terror in the region. Keenan secondly focuses on another military program designed by United States, known as AFRICOM to promote the cause for internal security along with other social and economical developments. AFRICOM is reflected by the author also as a disguised terror creating instrument by the American government in the African region. Keenan finally focuses on how the concept of globalization with the help of non-government military corporations was manipulated by America to gain from the African soil. Agreement and Disagreement The above argument reflects that Keenan tends to disagree on the point that security efforts created by United States relating to Third World countries like Africa focus on reducing the amount of communal tension and in promoting development. Rather here the author agrees on the point that such security efforts are mainly created by United States as a tool to exploit the resource base like oil. Examples to the above fact can be cited where United States through the use of military program GWOT focused on creation of false terrorist operations in the major part of Saharan Africa. Through the above system of duplicity United States government attempted to gain a control over the oil resources of Africa. Similarly another military effort of the United States government referred to as AFRICOM signifies another system of duplicity. AFRICOM designed in competition with the military programs of the Britis h Government created an outlook related to promotion of development in Africa. Concealed under its positive image the program continued with its false terrorism program whereby it continued killing innocent people in regions like Somalia. Question This question that arises relating to the above case is how global bodies like United Nations kept quite thereby allowing developed countries like United States carry out its spontaneous manipulative and exploitative activities on the African soil (Keenan 634-643). The Article of Joseph Hellweg Discussion Joseph Hellweg in his article â€Å"Encompassing the State: Sacrifice and Security in the Hunters' Movement of Cote d'Ivoire† reflected on the rise of a parallel security and patrol force in the Cote d'Ivoire region. The author argues that in the absence of a proper police or state patrol force the civilians tend to take resort to the security services rendered by parallel forces like the Hunting Communities named Dozos as reflecte d in the article. The parallel security force tends to govern the security paradigm of the region through laws and procedures created that gain avid popularity owing to the parameter of innovation, accessibility and concern for compensating the victims. Thus civilians were found to depend more on the parallel forces for meeting their security needs than on established police forces (Hellweg 3-22). Agreement or Disagreement

Essay on Distributive Bargaining and Mediation

On Distributive Bargaining and Mediation - Essay Example Distributive bargaining is generally referred as negotiation of win and loses between parties where both the parties attempt to maximize their profit and minimize personal losses. On the other hand, integrative bargaining focuses on developing a win-win situation for both the parties. It is also referred to as interest based bargaining as in this negotiation parties collaborate to determine a solution that generate mutual satisfaction. In certain specific situations, other measures of negotiation such as mediation are implemented as well. Mediation is one of the well-known processes of alternative dispute resolution where dispute resolution is facilitated through skilled leadership of a third party unbiased to the situation (Raiffa, 1982). In this paper, mediation and distributive bargaining have been compared and analyzed as measures of negotiation. The paper also highlights benefits and drawbacks of both the measures in context of conflict resolution and discusses situations where each of these methods is most suitable. It was gathered that a number of scholarly articles on dispute resolution indicates that primarily two kinds of negotiation strategies are adopted in most cases, namely, distributive bargaining and integrative bargaining. The philosophy of distributive bargaining focuses on value claiming and refrains from dividing the pie. There has been a mention of pie in this paper as the concept is often compared to division of pie by most researchers. The distributive bargaining is implied in terms of zero sum approach of economic theory because the process of dividing outcomes of an event under this method of negotiation is mutually exhaustive (Amanatullah, Morris & Curhan, 2008). One of the important aspects of distributive bargaining is that negative correlation is exhibited among interests of aggrieved parties while gain of one party is directly proportional to loss of another. Authors such

Design of a Sustainable House

Design of a Sustainable House This report will implement and evaluate how and what makes the design of a house sustainable and energy efficient to suit the needs of the Australian climate. Climate change is arguably the greatest challenge faced by society. Global greenhouse gas emissions continue to rise each year due to the continual usage of fossil fuels, despite attempts to limit them through mitigation and energy efficiency measures. To deal with this challenge, important goals for housing include using renewable energy e.g. Solar panels, Insulation is also the most practical and cost effective way to make a house more energy efficient, keeping it cooler in summer and warmer in winter and can create financial savings in heating and cooling bills. In addition, insulation may reduce condensation in the home. This can provide health benefits by reducing mould and damp. Saving energy in homes would also help Australias fight against global warming by reducing global warming pollution from homes would be the equiv alent of taking millions of cars off the road or shutting down several coals fired power plants. The model of our house that will be implemented will be designed to accommodate an Australian family. It will be energy efficient, spacious, cool, and warm to make it suited for the change of seasonal weather. It will also be designed to have passive solar heating which is the least expensive way to heat a home. The goal for this house is to make sure it has a potential future design option for builders and architectures to design and implement a house that can suit the needs for the Australian climate that can be cool in the summer and warm and comfortable in the winter. It must also be able to reduce its reliance on coal power. If we design and construct our house with insulation, it will not allow a conduction transfer of heat then the overall temperature of the room will be lowered. Our home will have energy efficient features such as orientated windows, doors and solar panels. The Design Phase of our project will exhibit the designs, materials used, purpose and aim for this project. The aim for this report is to exhibit the design and development phase of constructing a sustainable house model that is practical for the Australian climate. The Aim for this project is to encourage the use of sustainability in the housing and construction industry by being energy efficient in design and practicality. The proposed materials we will be using for construction are: Hot glue gun Paddle pop sticks Aluminium foil Soil Paper Coloured paper Toilet rolls Discs Dirt Our Houses design is intended to be liveable for the hot and humid Queensland climate, by providing features that will make the house cool in summer and warm in winter to live in. Main Features of our House: Swimming Pool: Great for recreational activities and for cooling down in summer, which can promote overall wellbeing. Garden: Is perfect for any home that has a backyard, designed for sustainability. Residents can grow their own trees and plants so oxygen can be produced in the backyard, benefiting your overall health. By growing your own vegetables, you can reduce your carbon footprint avoiding freight on these products. Alfresco dining area: Allows passive cooling throughout the home by allowing the breeze to enter the house and creates a cool and comfortable dining and entertaining area in summer. Underground Water Tanks: Provide water for flushing toilets, washing clothes, swimming pool, reduce water consumption, reduce water bills and can be used as grey water to maintain lawns and gardens. Insulation: Insulation in the walls and roof will keep the home cooler in the summer and warmer in the winter. This will reduce energy bills and the costs of cooling and heating the home. Windows and doors: Windows and doors create passive cooling through the home, it allows breeze to enter through the front door, and orientated windows allow sunshine to beam through perfectly in the summer and winter months, and allows the breeze to flow through the home of a one or multistorey home. The Measurements of the home are listed below: Height: 550mm Length: 410mm Width: 360mm The development phase of our project will exhibit the method we used for constructing the model house, safety procedures we used for construction and a photo exhibiting the model house. The method we used for constructing our model house are listed below: Step 1: We commenced the planning for the construction of our proposed house design. Step 2: We then prepared our workstation and wore safety clothing and equipment e.g. PPE glasses. Step 3: We then gathered materials and began construction. Step 4: When the house construction was completed, whilst sticking to safety procedures we commenced house room temperature testing. Step 5: We then measured the room temperature for the non-energy efficient house for 1 hour while simultaneously measuring room temperature for our energy efficient house. Step 6: Compare results from room temperature experiment. Hot Glue Gun: When using the hot glue, gun make sure that you avoid contact and minimise the distance with others as serious burns and blisters to the skin may apply. Outside taking experiments: Precautions need to be taken when experimenting outside. Wearing a hat while in the sun is the best method from keeping safe from UV rays. To minimise to much exposure from sunlight while you are not taking temperature reading sit in the shade to prevent getting burnt by the sun. Stanley knife: Stanley knifes can be extremely dangerous if used wrongly, they are only to be used to cut cardboard in equal parts for the walls of your house. If they are used incorrectly they will result in another student being injured. Scissors: Scissors can be dangerous if not used correctly. If used incorrectly they can result in a student injuring himself or another student. Splinters: While some students are cutting up planks of wood and using wood based supplies, this comes with the issue of splinters. Be mindful of sharp and wooden planks as they have the highest chance of giving us splitters, to avoid this make sure to sand them first. Looking after your workspace: Make sure there is a safe enough distance between yourself and peers in your workspace. After working, clean up any potentially hazardous and dangerous items from the ground to minimise the risk of injury. Space: Space is an important factor. If you are constructing your house in a cramped space near other students building theirs then accidents may happen. Make sure there is a safe enough distance between yourself and peers.          These results that were recorded from our 1 hour experiment was analysed and discussed below.          This table will compare and differentiate results received from an experiment analysing the change in temperature over a one hour period. Time: Non-Sustainable Home: Sustainable Home: 0 Minutes (Start) 33 degrees 29 degrees 5 Minutes 36 Degrees 30 Degrees 10 minutes 39 Degrees 34 Degrees 15 Minutes 31 Degrees 38 Degrees 20 Minutes 37 Degrees 39 Degrees 25 Minutes 35 Degrees 39 Degrees 30 minutes 39 Degrees 36 Degrees 35 Minutes 39 Degrees 36 Degrees 40 Minutes 40 Degrees 36 Degrees 45 Minutes 44 Degrees 37 Degrees 50 Minutes 45 Degrees 36 Degrees 55 Minutes 46 Degrees 35 Degrees 60 Minutes (Finish) 46 Degrees 35 Degrees The results we received from our experiment exhibited that our sustainable house was 10 degrees cooler than the non- sustainable house. There was a contrast between our house we designed and the non-sustainable house model. There were anomalies from the results we recorded, as our sustained home recorded temperatures over 35 degrees at some times, However the non-sustained home recorded a hot high 40s-degree average, Meaning our house more sustainable to the climate. The results were conducted on a day where the forecast was a 33-degree max, meaning our result was greatly affected. The placement of our house being on a hot concert surface in direct sunlight, thermodynamics may have alerted the results we received because hot air is less dense than cold air and hence air pressure will exert an upward force, making our overall house temperature warmer. Also, human error may have contributed to not receiving accurate results such as delay with completing construction and experimenting o n a different and warmer day, also the delay when recording minutes in 5-minute interval with the stopwatch and having measurement errors may have resulted for us to receive flawed data and faulty conclusions. Energy efficiency factors in the home vary according to geography, climate, home design and location. The design for ours followed the passive concepts such as passive cooling and heating, which minimize energy demands, such as solar orientation, latticework for shading, insulation and landscaping. To achieve this, we added a garden for landscaping, and alfresco house design for shading and entertainment, solar orientated windows and doors to allow breeze and fresh air throughout the house, a swimming pool for recreation activities to improve overall wellbeing and finally insulation in the walls and roof to keep the home cooler in the summer and warmer in the winter, because this will reduce energy bulls and costs of cooling and heating in the home. After analysing our results in depth, we can say that our house we designed contains several areas of insulation which is more sustainable and liveable than a non- sustainable home after analysing our results in detail. If we were to conduct a similar experiment again, we would change the way we operated the construction for our house. Our goal if we coordinate another experiment like this would be to minimise human error. To achieve this, we would not touch the bulb of the thermometer as it can alter the temperature readings, we could also minimise human error by recording the time over the one hour period more accurate otherwise or results may be altered and not consistent. If we were to work in pairs again we would use communication as our best method for achieving better and more accurate results to minimise injury, record accurate readings and work together well to build a smarter designed house. Also by keeping a detailed, written log of what part of the experiment we did that day, can help us learn from your mistakes. We would also change our safety procedures by taking safety more seriously by having an exceptional risk management to mitigate the risk of injury by following health and safety procedures extremely carefully. Technology available today can achieve dramatic improvements in home energy efficiency. Many people find it difficult to improve their homes comfort or reducing their environmental footprint. Every person and every home is different often there are no simple answers to peoples needs and wants. Houses need to be suited to their climate for their location such as a home in Tasmania would have a passive heating design that would allow a conduction transfer of heat to naturally warm the home and not rely on heaters during the winter. As the pace of technological change accelerates, we can clearly see that our home would be designed to be sustainable to live if it was to a real-life scale. You would be able to live in the design we created of our home, and it would suit the climate of Queensland easily. My hypothesis was predicted correctly that our home would record cooler temperatures over the 1 hour period than the non-sustainable home, however I didnt predict that the temperatures we would recorded would be in the 30-degree range, however the forecasted temperature for the day was recorded being a hot 33 degrees and there was no wind or breeze observed on the day to alter the results. If our house was to be built to a real-life scale, then it would be energy efficient in the summer as you would not need to relay on air conditioning meaning your power bill would be lower making the house energy efficient. Rather than adapting to climate change and global warming we can phase out our reliance on coal power to energise our homes by thinking and building smartly. Proficient design for a changing climate is a design that is flexible enough to adapt to prevailing conditions while optimising the residents comfort and the houses liveability. Adaptation and mitigation can complement each other and together reduce the threat of climate change. Architecture is one of the key drivers of climate change. Between construction and the energy required to keep buildings and homes up and running, the industry is responsible for nearly half of the carbon emissions in Australia. There are three ways we can use energy smartly, by using equipment that is more energy efficient, produce energy locally from renewable energy resources and finally share energy generated by solar panels which can be feed it into the energy grid. Progress can begin immediately because knowledge and technology exist today to slash the energy buildings use, while at the same time improving levels of comfort. By constructing houses with energy-savvy design it can lower carbon emissions tackling global issues such as climate change and global warming we can save energy for a brighter future. With the cost of batteries coming down houses could eventually be taken off the electricity grid completely ending their reliance on fossil fuels forever. References       Australian Government. (2017) Energy-efficient home design. Available at: https://energy.gov/energysaver/energy-efficient-home-design (Accessed: 3 March 2017). Queensland Government. (2015) Energy-efficient homes. Available at: https://www.qld.gov.au/families/government/sustainable/pages/homes.html (Accessed: 4 March 2017) Meres, A. (2015) House designs. Available at: http://www.yourhome.gov.au/house-designs (Accessed: 3 March 2017). Ergon Energy. (2011) Building an energy efficient home. Available at: https://www.ergon.com.au/retail/residential/home-energy-tips/energy-efficient-home (Accessed: 3 March 2017). Mark, P. (2015) Energy-efficient house plans available now | energy efficiency exchange. Available at: https://www.eex.gov.au/2015/09/energy-efficient-house-plans-available-now (Accessed: 3 March 2017). Green Homes New Zealand (2016) New home builders of energy efficient homes green homes New Zealand. Available at: http://www.greenhomesnz.co.nz (Accessed: 3 March 2017). Healy, C. (2012) NZs energy efficient house. Available at: http://www.stuff.co.nz/auckland/local-news/7446028/NZs-most-energy-efficient-house (Accessed: 3 March 2017) Department of Energy 2017, Energy, Australian Government, Canberra, http://www.australia.gov.au/information-and-services/environment/energy (Accessed: 10th March 2017) The Sydney Morning Herald. 2017. Majority of Australians fear the cost of converting to a sustainable home. [ONLINE] Available at: http://www.smh.com.au/business/consumer-affairs/more-than-half-of-australians-fear-the-cost-of-converting-to-a-sustainable-home-20160719-gq926t.html. [Accessed 12 March 2017]. The New Zealand Herald. 2017. Sustainability: Sustainable and profitable Business NZ Herald News. [ONLINE] Available at: http://www.nzherald.co.nz/business/news/article.cfm?c_id=3objectid=11683076. [Accessed 12 March 2017].

Revenge in Emily Brontes Wuthering Heights :: Wuthering Heights Essays

Wuthering Heights - Revenge Emily Bronte, who never had the benefit of former schooling, wrote Wuthering Heights.   Bronte has been declared as a â€Å"romantic rebel† because she ignored the repressive conventions of her day and made passion part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains.   The narration of the story is very unique and divergent because there are multiple narrators.   Bronte’s character Lockwood is used to narrate the introductory and concluding sections of the novel whereas Nelly Dean narrates most of the storyline.   It’s interesting that Nelly Dean is used because of her biased opinions.   There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate.   Bronte proves there is no peace in eternal vengeance, and in the end self-injury involved in serving revenge’s purposes will be more damaging than the original wrong.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Heathcliff never finds peace through his revenge.   In fact, the only time he truly finds happiness is when he gives up his plan for retaliation.  Ã‚   Austin O’Malley states   â€Å"Revenge is like biting a dog that bit you†Ã‚   (O’malley 1).   O’Malley’s quote reflects Heathcliff’s immature need to propagate agony in those who have offended him.   Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either.   He wants to hurt Edgar because of his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherine’s death proves that this flawed plan of repayment helps nothing.   Heathcliff, haunted by the ghost of Catherine because he is her â€Å"murderer,† still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton.   Heathcliff never finds peace until he gives up his plan for revenge just before he dies.   When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Catherine’s revenge does not make things better for her.   Her   revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind.   Just before she dies, she ascribes Heathcliff for her â€Å"murder.†Ã‚  Ã‚   â€Å"You have killed me, and thriven on it, I think† (Bronte 158).   Catherine resembles what Oliver Goldsmith said,   â€Å"When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy?

New Historicism: The Wasteland Essay

T.S. Eliot’s highly influential 433-line modernist poem is perhaps the most famous and most written-about long poem of the twentieth-century. Eliot’s composition brings forth a reader to understand the work through its historical context and to understand cultural and intellectual history through this piece of literature, which documents the new discipline of the history of ideas. In other words, The Waste Land is subject to New Historicism to further understand the text of the poem and its relevance to history. T.S. Eliot’s poem, The Waste Land, was published in October of 1922. The 1920’s and 1930’s are often known as the interwar period. The decades were profoundly shaped by the dislocations of World War I and then the mounting crisis that led to World War II. These were decades of considerable dislocation in the West. Revolutionary regimes in several societies provided another source of change. New, authoritarian political systems were another r esponse to crisis, particularly after the Great Depression, in several parts of the world. All of this occurred even as resistance to European imperialism was mounting (Davies 938). In addition, the 1920’s was marked by major patterns. One of the first major patterns, Western Europe recovered from World War I incompletely, particularly in economics and politics. Cultural creativity was important, and several social developments marked real innovation. But political and economic structures and European diplomacy as well, rested on shaky foundations. World War I quickly shattered the confidence many Europeans had maintained around the turn of the twentieth-century. Although the ultimate effects of World War I involved Europe’s world position, the war also brought tremendous dislocation within Europe. Though some of the damage was quickly repaired, much of the damage persisted for the subsequent two decades. The key battlegrounds for four bloody years had been in Europe. The sheer rate of death and maiming, as well as the frustration of long periods of virtual stalemate, had had a devastating material and psychological impact on the European combatants. More than ten million Europeans had died. Vast amounts of property had been destroyed. Most governments had failed to tax their populations enough to pay for the war effort-lest they weaken domestic support-so huge debts accumulated, leading to inflationary pressure even before the war was over. Key prewar regimes were toppled when the German emperor abdicated and the Habsburg Empire collapsed (Rich 138). Interestingly enough, in the first part of Eliot’s The Wasteland, the German words â€Å"Bin gar keine Russin, stamm’ aus Litauen, echt deutsch ( Eliot, I. 12)† are spoken. The English translation is â€Å"Ià ¢â‚¬â„¢m not Russian at all; I come from Lithuania, a true German.† Both prior to and after these words are spoken, it is revealed that these are autobiographical fragments of a woman who not only recalls sledding in her childhood, but explicitly states that she is German and not Russian by any means. As stated in the previous paragraph, the Habsburg family was in no doubt defeated. These spoken words are important if the woman is a member of the spoken defeated Austrian family, although it is not ever revealed. Following World War I, Lithuania experienced the influence from the Soviet Union. The country of Lithuania was originally part of German territory until the post-war demands led to the partition of Lithuania from Germany and therefore, fell under control of the Soviet Union. The first section of The Waste Land can be seen as a dramatic monologue. The speakers in this section are seemingly frantic with their need to speak and to find an audience, but they ultimately find themselves surrounded by dead people, like in wars. Because this section is so short and the situations are somewhat confusing, the effect is not an overwhelming impression of a single character. Instead, the reader is left with the feeling of being confined in a crowd and unable to find an individual who appears to be familiar. This type of situation can be seen in any war when individuals are thrusted on the war front. During World War I, to protect themselves from the withering firepower of the artillery and machine guns of the opposing armies, British and German soldiers began to dig into the ground during and after the clashes along the Marne. Soon northern and western France was crisscrossed by miles and miles of entrenchments that frustrated- with staggering levels of dead and wounded-all attempts to break the stalemate between the opposing forces until well into 1918. The almost unimaginable killing power of the industrial technology wielded by the opposing European armies favored the defensive. Devastating artillery, the withering fire of machine guns, barbed wire barriers, and the use of poison gas turned the Western Front into a killing ground that offered no possibility to decisive victory to either side. The carnage reached unimaginable levels, with the Germans losing 850,000 men, the French 700,000 men, and the British over 400,000 in the single year of 1916 on just the Western Front (Davies 925). In so many ways, the war in Europe was centered on the ongoing and senselessness slaughter in the trenches. Levels of dead and wounded that would have been unimaginable before the war rose ever higher between 1915 and 1918. They were all the more tragic because neither side could break the stalemate; hundreds of thousands were killed or maimed to gain small patches of ground that were soon lost in counterattacks. Years of carnage made all too evident the lack of imagination to utter incompetence of most of the generals on both sides of the conflict. Few understood that mass assaults on mechanized defenses had become suicidal at this point in the industrial age. The aged officers in the higher commands and overmatched politicians soon demoted or dismissed those who sought to find creative ways out of the trench morass. With much of this history in perspective, T.S. Eliot conveys the destruction, or moreover, the aftermath of the first world war (Davies 952). The description Eliot gives in the second part of his poem, â€Å"The Fire Sermon†, â€Å"White bodies naked on the low damp ground and bones cast in a little low dry garret (Eliot, 193-194).† Although these two lines may be taken in a different context, from a reader’s perspective, one may conclude the title The Waste Land, deriving from this image. As discussed in the previous paragraph, the image of dead bodies and the bodies of the wounded in the trenches describes what appears to be a waste land. In many senses, Eliot also conveys some sort of anger. As the war dragged on without any sign that decisive victories could be won by either side, soldiers at the fronts across Europe grew resentful of the civilians back home. Their anger was focused on political leaders who cheered them on from the safety of the sidelines far to the rear. But the soldiers were also disturbed, more generally, by the patriotic zeal and insensitivity of the civilian populace, which had little sense of the horrors they were forced to endure at the front. In fact, the commitment of the civilians behind the lines and their hatred for the enemy was usually far more pronounced than that of the soldiers actually in combat (Roberts 911). Each of the powers remained able to mobilize ever larger numbers of soldiers and military resources, despite growing food shortages and privations on the homefronts. The governments responded by rationing resources and regulating production to head off potentially crippling labor disputes (Roberts 914). Eliot’s The Waste Land offers the reader a close depiction of the social turmoil that the European continent was in following the horrific World War I. Moreover, this poem, in many senses, is a reflection of personal emotions, and as a spiritual quest pertaining to Christian tenets. Any individual would conclude that after experiencing or witnessing horrific war events, a person of any caliber would be experiencing many emotions such as depression, anger, frustration, and fear, to name a few. It is not to assume T.S. Eliot was inspired to write the poem The Waste Land based on actual war events. Instead, this poem, as stated earlier, is a good depiction of what society was like through Eliot’s point of view. The Waste Land ultimately went on to record a hodgepodge of facts, ideas, superstitions, and interests born during the ordeal. This poem epitomizes the thoughts and feelings of the survivors of the World War I and post-World War I generation. Works Cited Barzun, Jacques. From Dawn to Decadence: 500 Years of Western Cultural Life. New York City: HarperCollins Publishers, 2000. Davies, Norman. Europe, A History: A Panorama of Europe, East and West, From the Ice Age to The Cold War, from The Urals to Gibraltar. New York City: First HarperPerennial, 1998. Eliot, T.S.. The Waste Land. In A Norton Critical Edition, Michael North, ed. New York City: W.W. Norton & Company, Inc., 2001. Rich, Norman. â€Å"The Habsburg Empire, 1790-1918.† Political Science Quarterly 87(1972): 137-138 Roberts, J.M.. The New History of the World. Oxford: Oxford University Press, 2003.

Into the Wild Blue Yonder Essay

Most people will never get the chance to fly an airplane. They will never get to experience the thrill of soloing for the first time or the terror of dodging crows at 100 mph. Most people will be familiar with the sensation of your stomach settling somewhere around your knees or your throat while on a roller coaster, well, flying an airplane makes that feel like walking down a flight of stairs. First off, I have to begin by describing to you just what an airplane looks like, in and out. Well, on the outside most small general aviation aircraft have a thin, cloth skin stretched over an aluminum skeleton for strength. The aircraft has four surfaces that control how the pilot can manipulate the plane in flight. On the outside trailing edge of the wings are the ailerons, they control how much the airplane rolls when the pilot turns the yoke (similar to a steering wheel in a vehicle) either right or left. On the inside of the wings, close to the body of the plane, are the flaps. They are used to produce extra lifting force at slower speeds, they are controlled by a handle in between the pilot and co-pilot seats. At the rear of the airplane on a flat surface parallel to the wings is the elevator, the pilot can move the yoke in or out to move the elevator either up or down, thus either lifting the tail for the plane to dive, or lowering the tail for the plane to climb. Above the elevator is a vertical control surface called the rudder, which the pilot controls with foot pedals to turn the plane left or right. Now a plane can be either high- or low-wing. Most of the aircraft at Henderson State University are high-wing, which means the wings are at the top of the body of the aircraft and not at the bottom. Our airplanes have what is known as tricycle gear, which means there are two wheels beneath the body of the plane where the wings are, and one beneath the nose of the airplane. Most planes have between six and nine lights, two on the rudder, two on either wing tip, one or two on the leading edge of either wing close to the body, and sometimes one beneath the propeller. Now onto the inside of the aircraft. It is a complete mystery the first time someone looks into an aircraft. No one knows what button, knob, or switch does what. Just off the top of my head, I can count over five multi-colored knobs, seventeen switches, and at least forty buttons. The seats in our aircraft at HSU are simple, uncomfortable, but functional grey sliding seats. I just wish the engineer that designed our aircraft had actually been forced to use the seats. You can barely see out of the windshield in them, they are so low the seatbelt practically saws your neck in half by the time you get out at the end of your flight. That’s about it for looks, lets check in on how it sounds. Each airplane has its own personality, so each noise is different, however they are all much the same. Here are a few of my favorites. As you tow the monstrously heavy plane out of the hangar onto the ramp, the sticking brakes squeal like scared mice, the low pressure tires slap on the tarry pavement like a seal clapping for his ball, the nose gear whines like a five year old wanting a cookie, and the unlatched doors slam open and shut like car doors on Black Friday. Some of the planes are worse than others though. One of the planes when it starts, you automatically know that someone is flying this certain plane, it sounds closer to a rocket about to takeoff as opposed to a car without a muffler accelerating. When you are in the plane about to start it up, the low hum of conversation fills the cabin. As the pilot makes a few last adjustments to the throttle, primer, and mixture knobs, the conversation ceases and the all important call of â€Å"CLEAR PROP!† breaks the silence. When the pilot turns the ignition, the engine coughs and wheezes into life, as it slowly comes to speed with a roar that would put a lion to shame. How does an airplane feel you might ask? Well, each control is different to help you learn which is which during a night flight or an emergency situation. For example, the primer is ridged with a diamond pattern, similar to what would be on a trucks toolbox, while the only thing that is smooth for the pilot is the yoke. Another example would be the throttle control knob, it is ridged except it has small dots on it instead of a diamond pattern. Everything in the cabin is learned by muscle memory, a pilot has to get out and fly, or he can not be the best pilot possible. Flying an airplane is a tiring task, not just mentally, but physically. The pilot has to constantly hold pressure on the yoke, either backward or forward to keep the craft flying like he or she wants it to fly. Well, with that all said, those are the best ways to describe an aircraft that I know how. Out of the five senses, those are the ones best suited to describing a plane, sight, sound, and touch. I would not want to taste an airplane and they really do not have a noticeable smell, to me anyway.

How to Write an Education Essay A Complete Guide

How to Write an Education Essay A Complete Guide Education is a very broad academic field, including a number of smaller disciplines that deal with completely different and often unrelated aspects of education, such as educational psychology, methodology of education, philosophy of education, educational sociology, educational technology and so on. All of them, in the long run, have the same purpose but require vastly different competencies from a student. That is why when writing an education essay one has to be very careful when defining the subject matter of one’s work so as to clearly delineate it from all the aspects of educational science that are not relevant in this particular case. In this education essay writing guide, we will cover everything you need to know to start writing quality education essays without having to redo them from scratch multiple times. Step #1: Choose a Topic that Our Writers Suggest As can be clearly seen from mere enumeration of education-related disciplines, the choice of topics to cover is immense. However, it can be somewhat limited if your teacher or professor tells you to write about a particular subdiscipline. Anyway, it is the underlying principle that is important, so here are some suggestions to help you select a topic that will work in your favor: Try finding an original topic. When we start talking about education, a few topics immediately jump to mind. Usefulness of school uniforms, the viability of testing as an evaluation method, efficiency of the traditional grading system, the usual stuff. Unless you have a really interesting and unusual take on one of them (and you probably don’t), avoid choosing them, because more than a half of your class is bound to write something along these lines, and your teacher/professor is already sick and tired of reading about these things. Try choosing something more original, and your teacher will give you a higher grade out of sheer gratitude; Try writing about a controversial issue. Things like bullying, armed security in educational institutions, payment to college athletes, use of metal detectors at schools and other similar subjects unfailingly cause violent discussions between people with diametrically opposite views and are usually interesting to read about; Follow the guidelines given by your tutor. Not all topics are appropriate in all situations, and your teacher may specifically require you to either avoid certain subjects or, on the contrary, to choose your topic from among a number of predefined areas; Stay away from both too narrow and too broad topics. An overly broad topic (e.g., â€Å"History of College Education in the USA†) won’t allow you to achieve any depth in your research, especially when limited by such a small assignment as an essay. Too narrow a topic will be boring to write and read and extremely difficult to research to boot – you simply won’t find enough sources; Check if you have access to the necessary resources. It is a much better decision to look for information sources before you’ve committed to a topic than to find out there isn’t enough material after you’ve started writing. Here are some examples so that you can better see what you should be after: Male and Female Bullies: How They Act and How School Staff Treats Them? Homework in Elementary Schools: Is It a Viable Teaching Method? Cursive Writing: A Relic of the Past or a Necessary Skill to Be Taught in Schools? Why English-Speaking Students Should Learn a Second Language; Traditional and Online Education: Strong and Weak Points; Armed Security in Schools: A Necessary Measure or Inappropriate Militarization of Learning Environment? Step #2: Gather Information You should carry out the preliminary steps in this direction even before you commit to a topic – this will prevent you from landing yourself with a subject that doesn’t have enough sources to draw upon. However, this isn’t usually a problem when you write an essay, because it is a relatively small assignment that doesn’t need a lot of sources to be credible. On average, you will need one source per page but no less than 3 to 5 (in case your essay has a small number of pages). The first thing you should look for in a source is its credibility – you cannot just take a random blog post ranting about the state of modern education and call it a reliable source of information on the subject. The hierarchy of credibility is complex and difficult to grasp at a glance. For now, it would be enough to remember the articles and essays in peer-reviewed journals and magazines are the best, books follow them in reliability (although you have to look out for authors’ agendas), and the rest (websites, mass media, video) should be used with caution. Here are some suggestions on how you can locate high-quality sources without digging through your entire college library: Use specialized databases and search engines. The Internet offers numerous databases and research-focused search engines that make finding useful information much easier than if you do a general-purpose search like Google. Some deal with research in general (EBSCO, OAIster, Refseek), others are topic-oriented (for education you may use iSeek and US Census Bureau – the latter has all kinds of useful statistical information on education, arranged topically). Don’t forget that some of such databases are subscription-based – you may want to check which of them your college subscribes to before beginning your search; Ask those in the know. Teachers, librarians, digital media specialists – all these people can direct you to good sources, and it is their job. Don’t be afraid to ask – the fact that you are doing your own research doesn’t mean that you don’t have a right to look for assistance. If your school/college is large enough, you may even have a subject area librarian specializing in your particular type of research, which is even more useful. However, when asking for help, remember to be polite, tactful and don’t ask for too much – although tutors and librarians are here to help, they won’t do your work for you; The majority of your sources should be academic journals. You can locate the one pertaining to your topic through the aforementioned databases (EBSCO Host, JSTOR, Google Scholar). One useful feature these databases have is that they usually display how many times this or that source had been cited in other peer-reviewed sources, which can serve as a rough indication of how valuable and influential the source is. Of course, recent articles usually don’t have enough time to accumulate many citations, that’s why use this indicator with caution. Books can be another excellent source of information, as they often contain detailed and in-depth research on the subject. You can easily find them using your library search function (if you have trouble locating the necessary books, ask a librarian for help) or, for more digitally-oriented, via Google Books. With the help of this service, you can quickly find books related to your subject, read their previews and excerpts from them and get information on how to purchase it or to obtain it from a library. Websites can be used, but treat them with caution. Although the Internet is a treasure trove of high-quality info by specialists in their fields, there is much more unreliable data published by random people. It is extremely difficult to separate the wheat from the chaff, which is why it is better not to rely on online sources too much. You tutor won’t treat these sources as particularly valuable as well. Step #3: Prepare a Thesis Statement A thesis statement is, in short, the basic idea of your essay: how you intend to interpret the subject matter, what your take on the topic is, what you plan to prove, what claims you make. It is usually presented in the form of a single sentence at the beginning of your essay, most commonly at the end of the introduction. It is different from the topic: the topic shows the general area of your research (e.g., ‘Influence of Divorce on Learning Capabilities in Children of Ages 8 to 12’), while the thesis statement shows your point of view (e.g., ‘In this paper I will prove that learning capabilities of children of ages 8 to 12 are most often negatively affected by the divorce of their parents’). When writing it, follow these general principles: Keep it short. If you cannot bring the main idea of your paper to a single and relatively short sentence, it means that your topic isn’t focused enough. This is why it is best to prepare a thesis statement before you commit to a topic; Keep it precise. Don’t use vague expressions or flowery language. Make sure the reader understands you at the first attempt; Make sure it corresponds to what you are about to write. If you wander off the topic, you will certainly lose some credits; Ask yourself: ‘Is anybody likely to challenge my standpoint?’ If you promote a view that nobody in their right minds is going to oppose, chances are you merely summarize the topic instead of making a thesis statement. Step #4: Write Body Paragraphs It would immensely help you if you follow a plan when working on body paragraphs: therefore, you should make notes of which points you want to make, in what order and how you intend to support them. Another helpful practice is to use the same structure for all your paragraphs, something along these lines: Introductory statement; Elaboration; Evidence backing up your point; Your additional comments on the subject of the paragraph; Connection to the following paragraph. This way you can ensure the structure of your essays stays consistent and logical throughout its length. Some additional education essay tips you may find useful when writing body paragraphs of your education essay: Always backup your ideas with sufficient evidence. Holes in logic and reasoning is the first thing your tutor and peers will point out when the essay is reviewed; Maintain the rule of ‘One paragraph – one idea’. Don’t introduce more than one idea per paragraph and don’t repeat the same idea in multiple places – it doesn’t make the argument stronger, it simply creates redundancy; Refer to your thesis regularly to ensure you don’t lose your train of thought and to maintain consistency; Don’t just summarize the information from your sources, analyze it. Step #5: Write Introduction and Conclusion Introduction should be among the last things you write in your essay because it is heavily interconnected with the conclusion: basically, they repeat the same things, only in the introduction you describe the topic of your essay and what you intend to prove, and in conclusion you describe the topic of your essay and what you’ve managed to prove. Just keep them similar enough, and everything will be alright. Don’t try to write essay parts in the order they follow each other – chances are, you will have to rewrite your introduction written this way. Step #6: Proofreading The best practice is to set your essay aside for a few days before trying to revise it. This allows your brain to take a rest from work on this particular task, and you will view it with new eyes when the time comes, noticing more mistakes and being more critical about sentence structures and suchlike. Read the essay backwards, starting at the end, one sentence at a time. When you read your essay in its supposed order, you tend to skip over mistakes because you know how things are supposed to be; Read the work out loud. This slows you down and forces you to pay attention to each word, making you more likely to notice a mistake or a typo; Print out your work, preferably changing the font size or some other characteristics of your paper. By changing the way your essay looks you increase the chances of noticing mistakes; Ask somebody else to read your essay. For example, find a classmate with whom you will exchange your essays for proofreading purposes. Another person is always more likely to notice mistakes than you are in your own text. Just make sure you trust their judgment! Step #7: Formatting Compliance In most cases, education papers use APA formatting style, but you still should make sure and ask your tutor or supervisor what the guidelines of your particular college are. Bringing your essay in compliance with formatting requirements may be a long and tiresome job, but it is not nearly as frightening as it is sometimes portrayed. With the help of automatic citation generators, easily available style guides and assistance from your tutors and supervisors you can easily deal with it – just be attentive and patient. Conclusion Writing a proper education essay may be difficult for many reasons, not the least of which is procrastination. If you put off writing until the last possible moment, you are likely to find yourself frantically trying to catch up and not having enough time for any of the aforementioned steps. It is much more efficient to spread the process of writing over long stretches of time, without having to be in a hurry at any stage of the process.